M4 Videos
Before the Student Has Been Found Eligible for Special Education Services
Supporting Students Through Response to Intervention
- Alignments: 1f, 2b, 2h, 7p
- Description: Teachers discuss Response to Intervention (RTI) and how it benefits student learning
Multi-Tiered Systems of Support (MTSS)
- Alignments: 2b, 2h, 7p
- Description: Breaks down the elements and tiers of Multi-Tiered Systems of Support (MTSS) and how they address not just academic, but also social emotional needs
After the Student Has Been Found Eligible for Special Education Services
Mock IEP Meeting: A Student with Special Needs
- Alignments: 6u, 7m, 7p
- Description: The Minnesota Commission of the Deaf, DeafBlind, and Hard of Hearing created an IEP Discussion Guide playlist that includes mock IEP meetings, including the one below, to demonstrate effective practices for IEP teams
Knowledge. The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
Performance. The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
Knowledge. The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
Disposition. The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
is a multi-tiered instructional framework [and] schoolwide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multi-level instructional and behavioral system to maximize student achievement and reduce problem behaviors
is a school-wide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multi-level instructional and behavioral system to maximize student achievement and reduce problem behaviors
Disposition. The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
